Neville Lovett Prospectus 2011/12

Neville LovettCommunity SchoolSpecialist School for Maths & Computing

Prospectus2011/2012

A Message from the Headteacher

2010/11 A Record Breaking Year of Success

Student Voice - Our School Experience

Learning and Achievement

Learning

Extra curricular activities / Enrichment

Homework/Rewards/Exclusions

Pastoral Organisation / The curriculum and groupings

Heads of Year

Student Services/SEN/ Links with other schools/Colleges

Home school agreement / School absences

Parents in partnership

School Uniform

School Uniform continued

School Uniform - PE Kit

The School Day

Board of Governors

03

05

07

09

11

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15

17

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Contents

A Message from the HeadteacherOur aim is to be an outstanding school by 2012.

At Neville Lovett Community School we have ambitions to achieve the best possible outcome for every one of our students. We believe that everyone can achieve ‘Beyond Expectations.’

Our students are encouraged to learn through our 3 Rs:

RESPECT The respectful learner shows regard and consideration for others, is kind and polite.

RESPONSIBILITY The responsible learner makes moral choices, is self-managing, delays gratifi cation and participates constructively.

RESILIENCE The resilient learner persists, remains positive throughout, stays involved with their learning, set targets and practices.

Staff are committed to ensuring that students are happy in school and are fully engaged in learning. Every child is unique and our curriculum is personalised to meet their needs by being inclusive.

We hope that you fi nd the information contained in this guide both interesting and useful. If you would like more information or wish to discuss a placement for your child, please do not hesitate to contact us.

The best way to get to know us is to come and see for yourselves; we are confi dent that you will be impressed.

Nadine PowrieHeadteacher

N E V I L L E L O V E T T C OMMUN I T Y S C HOO L P R O S P E C T U S 2 0 1 1 / 2 0 1 203

04A M E S S A G E F R OM T H E H E A D T E A C H E R 04

N AD I N E P OWR I E“My vision for Neville Lovett Community School is very clear: to become an outstanding school by 2012. We are on a journey to create a learning environment where students are challenged to greatness and staff are inspirational.“

A N D R EW C AM P B E L L“Every aspect of our work must be about getting the best for Neville Lovett Students. We must challenge our staff to constantly review what they are teaching in order to maximise opportunities for real success allowing our students to leave school with worthwhile qualifi cations they can use to improve their lives. As we are given the chance to make our curriculum fi t the needs of our community we will continue to look outwards to personalise the learning experience at this school.”

I A N C R A N S T ON E“There is nothing impersonal about data as long as you remember that at the heart of it is a child. Knowing the child and knowing the data are key to ending underachievement.”

S U E A S H L E Y“Our students deserve the best learning experience we can provide every day. We want to develop their talents so that they can reach their potential and be successful in life.”

2010/11 A Record Breaking Year of SuccessAugust 2011 saw Neville Lovett students achieve their highest ever exam success rate. New strategies are already in place to ensure that future years continue this upward trend of success. Teaching and Learning are our priority.

Our results were

• 63% 5A* to C including English and Maths • 88% % A* to C

Snapshot of A*to C success

E N G L I S H L I T E R AT U R E 7 4% T R I P L E S C I E N C E 1 0 0%F R E N C H 9 0% A R T A N D D E S I G N T E X T I L E S 9 7%G EOG R A P H Y 7 0% I C T 9 5%H I S T O R Y 7 4% S P O R T 1 0 0%MATH S 7 0% P E R F O RM I N G A R T 1 0 0%


Targets for 2011/12 are

• 70% A* to C including English and Maths• 100% A* to C

2 0 1 0 / 1 1 2 0 1 0 / 1 1 A R E C O R D B R E A K I N G Y E A R O F S U C C E S S 06

Neville Lovett Community School 2011 Results compared to Hampshire and England.

Student Voice - Our School ExperienceNeville Lovett has a School Council who meet regularly with the Headteacher and fellow students.

YEAR 7“At Neville Lovett we can do it because the teachers bring out our true selves”.AMB E R ( Y R 7 )

YEAR 8“I have been able to work with lots of diff erent people and have fun in lessons. Also I have enjoyed my year at NLS because I have been able to make lots of progress and friends”. T O B Y ( Y R 8 )

YEAR 9“I think our school is really good as it’s really encouraging whether you are talented at something or need more help. The teachers are really supportive and I’m glad I came to this school”. R I O N A ( Y R 9 )

YEAR 10“I think that moving back to year tutors was good because it makes it easier to fi nd out information and I am with people I know. Also, having a new School Council makes it easier to have my views heard as I know who the people are on the Council”. T Y L E R ( Y R 1 0 )

YEAR 11“I like the school because the teachers explain things and teach well”.DAN I E L L E ( Y R 1 1 )


04S T UD E N T V O I C E - O U R S C HOO L E X P E R I E N C E 08

Learning and AchievementThe school is committed to providing outstanding learning experiences in the classroom. Lessons allow students to progress in their learning. Students are engaged and challenged. We promote positive attitudes to learning by developing independent learning. We use stimulating resources including use of new technologies, which are diff erentiated as appropriate to the students.

All teachers have high expectations of what their students can achieve as we want all our students to reach their full potential during school and beyond, in college, university and the work place.

G I F T E D A N D T A L E N T E D

We recognise that every student at Neville Lovett Community School has a unique set of gifts and talents and we are committed to providing every young person with opportunities to develop and fulfi l their potential by providing high quality learning experiences both in our curriculum and through the enrichment opportunities we off er. There are great enrichment opportunities for our Gifted and Talented students.

Learning through creativity and innovationD YNAM I C A N D C R E AT I V E T E A C H I N G

We have an innovation team led by Neil Willcocks, Head of Communications Faculty. Members of the team are Jon Fargher (Maths), Danielle Ward (English), Colette Grant (Art). They work to ensure that new technology is at the forefront of learning.

We encourage our students to be open minded and to be critical of their own thinking. We want them to be confi dent individuals.


04L E A R N I N G A ND A C H I E V EM E N T 10

Learning through opportunity and progression“Teachers use information and communication technology (ICT) well in lessons to support students learning” ( O F S T E D 2 0 1 1 )

“There is a palpable sense of teachers enjoying developing fresh approaches and refi ning existing methods’”( O F S T E D 2 0 1 1 )

“The school is working …. To develop eff ective ways of improving the performance of low achievers” ( L A R E V I EW 2 0 1 1 )

Learning through partnershipWe value each individual and celebrate their achievement. We encourage all our students to be involved in the life of the school and in the wider community. We develop open and mutually supportive relationships with parents. The Headteacher invites parents regularly to an informal conversation.

Comments about our Parent Coff ee mornings: “Thank you for inviting me to the coff ee morning, I found it very informative and felt like I have more of a connectioin with the school” ( Y E A R 7 P A R E N T )

“I think it is an excellent idea as it gives us the opportunity to see the school in action!” ( Y E A R 9 P A R E N T )

“Mrs Powrie has some good ideas and appears to be very focussed in where and how she wants to improve the school” ( Y E A R 1 1 P A R E N T )


L E A R N I N G T H R OUGH O P P O R T UN I T Y A N D P R O G R E S S I O N 12

Tips for Learning Reviews and Parents’ Evenings

Read your child’s school report and relevant progress review before going to school.

If possible, look at some of your child’s work beforehand.

If the teacher says anything you don’t understand, don’t be afraid to ask what they mean.

If you feel nervous about meeting teachers, remember they probably feel the same way about meeting parents!

Try to come away with some positive steps for you, your child and teachers to help your child succeed.

If there are any points of confl ict, try to talk about them with teachers and fi nd a solution that is in the best interest of your child.

If you think a meeting might be diffi cult, take another adult ‒ a family member of friend ‒ for support and to bring a diff erent perspective to the situation.

Make a few notes of the meeting if it will help you remember what was said and what was agreed.

S OM E U S E F U L Q U E S T I O N S T O A S K . . .

What are my child’s strengths?

Has my child shown any special talents?

What is my child fi nding diffi cult and how can I help with this?

Can you show me examples of these?

Does my child try hard enough?

Does my child join in class discussions?

How can I help with my child’s school work in general?

Has my child made suffi cient progress since his/her last report?

Is my child happy at school?

Has my child made friends?

Does my child’s behaviour give cause for concern?

Extra curricular activities / EnrichmentThere is a great commitment in providing a wide range of extra-curricular activities, both academic and sporting at Neville Lovett Community School. These include activities in Physical Education, Art, ICT, Music, Maths, Science, Drama and many others. In addition, after school activities play a signifi cant part in enhancing students’ personal development, building their confi dence, developing their skills and keeping students active. Many enrichment activities take place throughout the year in which students can go out on day trips as well as residential experiences. Trips are both national and international.

We are developing skills outlined in CBI Report published by CBI, Working towards your future (May 2011).

• S E L F - M ANAG EM EN T ‒ your readiness to accept responsibility, fl exibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve your own performance based on feedback and refl ective learning

• T E AM WO R K I N G ‒ respecting others, co-operating, negotiating, persuading, contributing to discussions, your awareness of interdependence with others

• B U S I N E S S A N D C U S T OM E R AWA R E N E S S ‒ your basic understanding of the key drivers for business success and the importance of providing customer satisfaction and building customer loyalty

• P R O B L EM S O L V I N G ‒ analysing facts and circumstances to determine the cause of a problem and identifying and selecting appropriate solutions

• COMMUN I C AT I O N ‒ your application of literacy, ability to produce clear, structured written work and oral literacy, including listening and questioning skills

• A P P L I C A T I O N O F N UM E R A C Y ‒ manipulation of numbers, general mathematical awareness and its application in practical contexts

• A P P L I C A T I O N O F I N F O RMAT I O N T E C HNO L OG Y ‒ basic IT skills, including familiarity with commonly used programmes.


04E X T R A C U R R I C U L A R A C T I V I T I E S / E N R I C HM EN T 14

HomeworkHomework is a vital part of secondary education. It helps students practice skills and apply knowledge they have learned in lessons as well as develop good habits of private study. It also gives parents the chance to support what their children are doing in school. Students are expected to do homework every night of the school week.

The Learning Resource Centre is open at break, lunch and after school for students to complete homework and research. It has 30 computers and 30 pods.

RewardsNeville Lovett Community School expects that students will know how to behave appropriately. We operate a chance, warning, action procedure in the classroom and encourage good learning and behaviour through our system of rewards. There are Year Group Reward trips every half term and a Celebration Evening with Awards once a term.

ExclusionsWe have established a zero tolerance approach to all forms of anti-social behaviour, enabling a strong culture of learning and achievement. We will maintain values such as respect, happiness, teamwork, courage, resilience, independence, adaptability, responsibility and initiative.


04HOMEWOR K / R EWA RD S / E X C L U S I O N S 16

Pastoral OrganisationWithin our pastoral care structure, students are given information, advice and guidance in year tutor groups. ‘Students’ needs are well known and there are good systems for supporting and guiding their personal development.’ (Ofsted 2008)

The Curriculum and groupingsOur curriculum seeks to bring out the potential of everyone. It is reviewed regularly as we recognize that one year group may diff er from another one. In the fi rst two years students follow a broad curriculum which includes the full range of subjects. Students are grouped across the ability range and a focus on learning and thinking underpins the subject content. As students progress through and beyond year 8, examination courses are started allowing students to access level 2 qualifi cations such as GCSEs and BTECs. Students are set on ability during these three years.

A Flexible TimetableWe often reorganise the curriculum to allow larger or smaller blocks of teaching time and students have the opportunity to study for longer periods and in greater depth. This also allows us to bring in outside speakers and experts to work with groups of students on areas of particular focus.


04PA S T O R A L O R G AN I S A T I O N / T H E C U R R I C U L UM A ND G R OU P I N G S 18

Heads of Year


DAV I D B U T T E RWO R T H , H E A D O F Y E A R 9

“As Head of Year I want all students to stay safe, enjoy the challenges at school and make progress in lessons to reach their full potential”

H E L E N P I P E R , H E A D O F Y E A R 8

“Teaching is the most rewarding job I have ever had. It is a privilege to develop and progress the next generation to achieve their best”

N I C O L A S C L O U T I N G , H E A D O F Y E A R 1 0

“Teaching and being a Head of Year is both rewarding and challenging. No two days are the same and on each I have the privilege of helping and advising stu-dents not only in my classroom but also pastorally in my role of Head of Year. Being part of a team that allows students to develop and reach their goals is what makes the job so satisfactory”

V I C K Y C AM P B E L L , H E A D O F Y E A R 1 1

“As a Head of Year my goal is to support young people both in pursuit of educa-tional achievement and to guide them as they mature into young adults of the future. I see my role as pivotal in the context of student wellbeing and in the ways the school as a whole facilitates the development of our students over the fi ve years they spend with us”

N E I L E DWA RD S , H E A D O F Y E A R 7

“In my ten years as a Head of Year at Neville Lovett Community School, no one day is the same and I enjoy trying to help, and change the lives of students for the better”

H E AD S O F Y E A R 20

Student Services/SENThe aim of student services is Identifi cation, Intervention, Impact.

The idea being that identifying a need and putting in early intervention, particularly at KS3, will lessen the need for additional support as students move up the school. The impact is measured by the student moving on academically emotionally and behaviourally.

Identifi cation - We want to ensure every student at Neville Lovett School enjoys a fully inclusive, enriching and enjoyable time at Neville Lovett and we will strive to identify any diffi culty or area of need as swiftly as possible, through information from primary school, assessment and liaison with subject teachers.

Intervention - We will liaise closely with teaching staff as well as the learning support team, to put in place personalised, relevant support either through withdrawal, short or long term intervention or support within the classroom delivered by the highly dedicated experienced Learning Support team. In class the students’ progress and understanding of the lesson is fed back to teaching staff through the Learning support team using the Learning Liaison folders in every classroom.

Impact - We will closely monitor all students that have worked on intervention plans through data, liaison with staff , lesson observations and student reviews. We will ensure they are fully able to transfer skills learnt through withdrawal into the classroom and everyday life.

Student Services also accommodates students put on Internal Exclusion, a sanction for behaviour where the student is not excluded from school.

Re-tracking, a service for heads of Year to place students within Student Services, who may have been involved in an incident that needs investigating.

Students may use the student services for other reasons, medical, if they need time out, young carers club, lunchtime club and support after school for homework.

Links with other Schools/CollegesWe work closely with Hounsdown School and are the lead partner with this Academy School. Links with the colleges our students go on to attend are well developed and Solent University provide the opportunity for students to experience life at University. Visits to local universities are organised to ensure that our students are aware of the opportunities available to them for future learning.

“The Art Department arranged a two day trip to Itchen College for us. It was really fun and I got to experience some lessons that we don’t have here, it defi nitely persuaded me to go to College!”

C H A R L O T T E Y R 9

Partnership: Partnership means a formal agreement between two or more parties that have agreed to work together in the pursuit of common goals.


04S T UD E N T S E R V I C E S / S E N & L I N K S W I T H O T H E R S C HOO L S / C O L L E G E S 22

Home school agreementThe home school agreement can raise standards and contribute to the schools eff ectiveness by enhancing partnerships between parents, students and teachers. The home school agreement provides a framework for the development of such a partnership. The processes involved in introducing and reviewing the agreement will clarify what the school is trying to achieve, and the agreement will set out the role of the school, parents and students in this vital partnership. A copy of the home school agreement can be found on our website www.nevillelovett.sch.uk.

School absencesWhen a student is absent parent(s)/carers are requested to telephone the school offi ce on each day of the absence before 9.00 am. The school will try to contact parent(s)/carers on the fi rst day of absence if they have not heard from them. If this is not possible and the school has not made contact, a note giving reasons for the absence should be given to the form tutor on the student’s return. A notifi cation of the reason for absence is required within ten working days of the fi rst day of the absence. Family holidays during term time will not be authorised.

Students are not allowed out of school at lunchtime/breaktime unless they have a medical condition.


04HOME S C HOO L A G R E EM E N T / S C HOO L A B S E N C E S 24

Parents in partnershipSuccess in the education of children depends, at least in some part, on the involvement of their parents. If a student sees that their parents are enthusiastic about education, they are far more likely to view their schooling in a positive light, and be more receptive to learning. Parent workshops provided by the school in a number of subjects enable parents to provide support for students.

Parents should be seen as vital partners in a student’s education, as not only can you help in making sure homework is in on time and in giving a student vital coaching and advice out of school hours, but you also determine your child’s home environment, where they spend much of their time. Engaging and working with parents is one of he most vital parts of providing children with an excellent education. We at Neville Lovett Community School will work in partnership with you the parent, in ensuring that your child achieves their full potential during their secondary education. This partnership can be clearly seen by viewing the home school agreement that can be found on our website.


04PA R E N T S I N P A R T N E R S H I P 26

School UniformStudents are expected to wear the full school uniform and to be clean and tidy at all times. Garments should be of an appropriate size. School ties can be purchased at the School Offi ce. BO Y SUN I F O RM

• Plain white shirt and school tie.• Black uniform “V” neck jumper or sweatshirt with the school logo.• Black trousers ‒ not cord or denim.• Grey, black or white socks ‒ sports socks will be permitted as long as they only have bands of colour

at the top.• Plain black shoes, not boots or trainers.

G I R L SU N I F O RM • Plain white shirt and school tie.• Black uniform “V” neck jumper or sweatshirt with the school logo.• Black school skirt of a suitable style and sensible length (ie no very long or short skirts).• Grey, black or white socks (knee length or ankle socks) or grey, black or neutral tights.• Plain black shoes ‒ heels no higher than 6 cm, no stilettos, no boots, trainers or open toed shoes.• Girls may wear tailored black trousers ‒ not cord or denim.


04S CHOO L U N I F O RM 28

School Uniform continuedOutdoor coats are worn throughout the day as students move between teaching blocks. It is essential therefore that the style of coat worn by a student is in keeping with our formal school uniform. Outdoor garments must therefore:

• Be a recognisable coat rather than an alternative casual garment such as a training top, hooded sweat top, a sweater or denim jacket. We would expect such a coat to have a zip or set of buttons for the full length of the coat.

• Be of one predominant colour.• Have only a discreet manufacturer’s name or logo.• Have no pictures/decorations/graphics on the back or front eg names of football teams, bands or

pressure groups.

To avoid arguments students much accept the school’s judgement on whether a coat is suitable for wearing around the school site.

HAT S A N D S C A R V E SIn extremely cold weather a plain black knitted hat may be worn. No other hat including ‘baseball’ style caps may be worn. “Football Scarves” must not be worn at any time.

T R A I N E R STrainers may only be worn at school during PE or Drama lessons N.B As it is contrary to Health and Safety Regulations for student engaged in practical work in any workshop whilst wearing trainers, any students who attend a craft lesson in trainers will not be permitted to take part in any practical aspect of that lesson.

HA I RStyles should not be extreme in fashion. No outrageous or unusual colours are permitted. Shaved heads are not acceptable. Students can be sent home if they come to school with a haircut close to their scalp.

MAK E - U PYear 10 and 11 girls are permitted to wear discreet make up. Girls in all other years will be asked to remove it . Clear or natural nail varnish may be worn by Year 10 and 11 girls.

J EW E L L E R YIn general we believe that the wearing of jewellery is not in keeping with a formal school uniform. Items of jewellery can be a safety hazard and security is diffi cult in the school environment.

For these reasons students may only wear:• A watch.• A single chain with religious symbol hidden from view.• When a student has pierced ears a small plain round stud with no more than one in each ear.

No other jewellery will be permitted. If a student has a pierce eyebrow, pierced nose or other piercing, there is no question of a stud or other item being worn at school at any time.


04S CHOO L U N I F O RM C ON T I N U E D 30

School Uniform - PE KitBO Y SP E K I T

• Black rugby shirt.• Black shorts.• Black football socks.• Optional ‒ a plain black or navy tracksuit.• Trainers and boots.• Plain white short sleeved polo shirt.

G I R L SP E K I T

• Black shadow stripe shorts.• Plain white T shirt of plain white short sleeved polo shirt.• White socks.• Trainers and boots.• Optional ‒ a plain black or navy tracksuit.

All items can be purchased from Skoolkit in Fareham. The wearing of personally designed mouthguards is recommended as a valuable means of protection when taking part in rugby or hockey activities.

Please note no other items of sportswear may be worn.


04S CHOO L U N I F O RM - P E K I T 32

The School Day

8.25 S T U D E N T S O N S I T E

8.40 - 9.05 T U T O R P E R I O D

9.05 - 10.05 P E R I O D 1

10.05 - 11.05 P E R I O D 2

11.05 - 11.25 B R E A K

11.25 - 12.25 P E R I O D 3

12.25 - 1.25 P E R I O D 4

1.25 - 1.55 L U N CH

1.55 MO V E T O N E X T P E R I O D

2.00 - 3.00 P E R I O D 5

3.00 E N D O F F O RMA L L E S S ON S


04TH E S C HOO L D AY 34

Board of GovernorsEvery school has a Governing Body. Their key role is to act as a ‘critical friend’ to the school, supporting our self-evaluation work, questioning the evidence base with us and supporting how we respond.

As a team, Governors are responsible to parents, the Local Authority, the DCSF and the wider community, making sure the school provides a good quality education and promotes high standards of educational achievement.

Parent Governors represent parents’ viewpoints in the Governing Body’s work. Although there are no fi nancial rewards from becoming a Parent Governor you can achieve personal satisfaction from performing an important public service. It also enables you to build eff ective and valuable relationships with many of the school’s partners.

Our Board of Governors consists of 20 members including

• Local Education Governors (4)• Parent Governors (7)• Headteacher• Community Governors (5)• Staff Governors (3)

All school policies are agreed by the Governing Body and can be found on the school website www.nevillelovett.co.uk. Any queries regarding the Governing Body should be referred to the Clerk to the Governors at the school on 01329 318003.


04BOA RD O F G O V E R NO R S 36

Neville LovettCommunity School

HEADTEACHERNadine Powrie MA ED

ADDRESSSt Anne’s Grove, Fareham, Hampshire, PO14 1JJ

EMAILAdminoffi [email protected]

WEBwww.nevillelovett.co.uk

TELEPHONE01329 318003

FACSIMILE01329 284007

Beyond Expectations

Documents

Neville Lovett Prospectus 2011/12